This paper draws on an analysis of interview data obtained from inclusive educators working in teacher education faculties across Australia. The interview data were interrogated with the purpose of determining whether social justice issues were a significant driver in the educators’ practices. An investigation of this form is critical as these educators have a fundamental role in ensuring education, through teacher training, is available equitably to all school students. The interview data were subjected to a directed content analysis, using as a social justice perspective and a praxis model as a lens. One of the main points emerging from the analysis was that the educators wanted to be seen as inclusive and socially just. As a matter of fact, the notion of social justice was clearly apparent in many of the theoretical viewpoints held by the educators. Even though the results suggest that a social justice perspective is prominent in the teaching of inclusive education in the universities sampled, specific barriers to teach inclusively exist in these universities. The paper concludes by looking at the implications of the results for theory and practice.